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Service learning has become an important teaching methodology in many American schools, colleges, and universities. Libraries will thus want to add resources to their collections in this subject area to support faculty and student research. This article aims to briefly define the concept of service learning and to describe selected resources in the area.

The annotated bibliography is divided into three sections: organizations and their web sites, Periodicals, and Books.

Service learning, once an experimental teaching and learning approach, has become well established as a pedagogy. In designing a successful service learning experience, teachers and faculty must identify real community needs, must structure the experience in such a way that students can grow and learn from it and, on completion of the experience, must assess its outcomes.

This paper synthesizes the literature on service learning and provides a guide for librarians who want to add materials in this area to their collection.

The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum.

To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using Atlas.ti.

Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC.

The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied.

Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD.

This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education.

Research‐intensive universities have special challenges in providing their students with civic education, particularly education that is rooted in the curriculum. Their efforts are important to the overall effort to promote education “for the common good” at colleges and universities because of their stature within the higher education community. This paper aims to address the particular needs and challenges of research universities in fostering civic education and strengthening their leadership contributions.

This article provides a snapshot of how 15 American research university campuses, which are part of a “learning community”, approach their goal of educating their students to promote the common good. Based on survey self‐reports conducted in the spring of 2009, it documents their civic education work.

The survey confirms, while research universities are being creative and assertive in expanding their civic education work, there is ample room to extend and improve their efforts, and it frames an agenda for continued improvement. All surveyed campuses are committed to civic education and provide domestic and international engagement experience to undergraduates. Most provide curricular engagement experiences. In‐depth opportunities for a select group of students are common, university‐wide opportunities are not. Many want to improve the integration of curricular and extra‐curricular engagement.

The research is based on self‐reports of a small sample.

These campuses face two major challenges to fostering civic education: generating greater faculty buy‐in, and overcoming the difficulties of program development at large decentralized institutions. Opportunities for program improvement include: better measurement of outcomes, more use of theory, and more student involvement in institutional governance.

These findings provide unique insight into the work of some of the most able practitioners of civic education at American research universities.